Teaching, as a communicative process, ranges between purely message-oriented communication (the goal) and purely language-oriented communication (a means). Classroom discourse ("Close the window", etc.) is useful as a drill but is also message-oriented. Skill in message-oriented communication is acquired only through practice in this kind of communication which must also be felt as if it were real-life conversation. Language-oriented communication is an indispensible preparation for message-oriented communication. Pattern drills, now in some disrepute, are useful as a bridge between the given text and free dialogue. (An example, from the cartoon series "Peanuts," is given.) Giving natural feeling to the utterance with natural intonation, gesture, and facial expression, represents a real transition from given text to free conversation. (Practical suggestions for teaching are given.) The quality of communicative ability that is achieved depends upon the content. This should deal with matters of concern to the students or their friends, such as school difficulties, and with problems faced by humanity in less-favored areas. (WGA)